Volume 51 Number 3 September 2016http://daddcec.org/Default.aspx?TabId=73&rssissueid=62
en-USkarla@findeight.comkarla@findeight.comMon, 21 Jan 2019 19:10:45 GMTMon, 21 Jan 2019 19:10:45 GMThttp://backend.userland.com/rssPackFlash Publishing RSS Generator Version 2.4.1.0Defining Success for Students with Autism Spectrum Disorder: Social Academic Behavior in Secondary General Education Settings<p class="BodyA">Defining Success for Students with Autism Spectrum Disorder: Social Academic Behavior in Secondary General Education Settings</p>
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<p class="BodyA">Elizabeth L. W. McKenney, Catherine Stachniak, Jordan Albright, Jeremy D. Jewell, and Julie M. Dorencz</p>
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<p class="BodyA"><a name="_GoBack"></a>Abstract: An exploratory, observation-based study sought to strengthen understanding of the development of social communication skills that facilitate academic success, particularly within general education settings. Sixteen middle and high school students with Autism Spectrum Disorders (ASD), all of whom participated in at least one period per day of core academic instruction in a general education classroom, were observed over a period of one to three months each. Frequencies of five appropriate and three inappropriate social academic behaviors are described, in terms of their relative frequencies to one another, and their overall consistency over the course of observations. Students observed were more likely to engage in appropriate, facilitative behaviors within the classroom setting than they were to demonstrate communicative symptoms of ASD. Most social academic behaviors were demonstrated at consistent frequencies over time. Implications for educational decision-making, progress monitoring, and future research are discussed.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2241/Defining-Success-for-Students-with-Autism-Spectrum-Disorder-Social-Academic-Behavior-in-Secondary-General-Education-Settings.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2241/Defining-Success-for-Students-with-Autism-Spectrum-Disorder-Social-Academic-Behavior-in-Secondary-General-Education-Settings.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2241/Defining-Success-for-Students-with-Autism-Spectrum-Disorder-Social-Academic-Behavior-in-Secondary-General-Education-Settings.aspxFri, 26 Aug 2016 21:04:00 GMT0Psychosocial and Computer-Assisted Intervention for College Students with Autism Spectrum Disorder: Preliminary Support for Feasibility<p>Psychosocial and Computer-Assisted Intervention for College Students with Autism Spectrum Disorder: Preliminary Support for Feasibility</p>
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<p>Susan W. White, John A. Richey, Denis Gracanin, Marika Coffman, Rebecca Elias, Stephen LaConte, and Thomas H. Ollendick</p>
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<p>Abstract: The number of young adults with Autism Spectrum Disorders (ASD) enrolled in higher education institutions has steadily increased over the last decade. Despite this, there has been little research on how to most effectively support this growing population. The current study presents data from a pilot trial of two novel intervention programs developed for college students with ASD. In this small randomized controlled trial, college students with ASD (n = 8) were assigned to one of two new programs &ndash; either an intervention based on a virtual reality - Brain-Computer Interface for ASD (BCI-ASD) or a psychosocial intervention, the College and Living Success (CLS) program. Preliminary evidence supports the feasibility and acceptability of both programs, although behavioral outcomes were inconsistent across participants and interventions. Results indicate that expanded research on psychosocial and computer-assisted intervention approaches for this population is warranted, given the preliminary support found in this pilot study.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2238/Psychosocial-and-Computer-Assisted-Intervention-for-College-Students-with-Autism-Spectrum-Disorder-Preliminary-Support-for-Feasibility.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2238/Psychosocial-and-Computer-Assisted-Intervention-for-College-Students-with-Autism-Spectrum-Disorder-Preliminary-Support-for-Feasibility.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2238/Psychosocial-and-Computer-Assisted-Intervention-for-College-Students-with-Autism-Spectrum-Disorder-Preliminary-Support-for-Feasibility.aspxFri, 26 Aug 2016 21:00:00 GMT0Five Essential Features of Quality Educational Programs for Students with Moderate and Severe Intellectual Disability: A Guide for Administrators<p>Five Essential Features of Quality Educational Programs for Students with Moderate and Severe Intellectual Disability: A Guide for Administrators</p>
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<p>Robert Pennington, Ginevra Courtade, Melinda Jones Ault, and Monica Delano</p>
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<p>Abstract: Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may have little specialized knowledge in this area. The authors outline five essential features of quality educational programs for this population and provide a framework upon which building administrators can assess and support local programs.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2235/Five-Essential-Features-of-Quality-Educational-Programs-for-Students-with-Moderate-and-Severe-Intellectual-Disability-A-Guide-for-Administrators.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2235/Five-Essential-Features-of-Quality-Educational-Programs-for-Students-with-Moderate-and-Severe-Intellectual-Disability-A-Guide-for-Administrators.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2235/Five-Essential-Features-of-Quality-Educational-Programs-for-Students-with-Moderate-and-Severe-Intellectual-Disability-A-Guide-for-Administrators.aspxFri, 26 Aug 2016 20:55:00 GMT0Culture in Inclusive Schools: Parental Perspectives on Trusting Family-Professional Partnerships<p>Culture in Inclusive Schools:&nbsp;Parental Perspectives on Trusting Family-Professional Partnerships</p>
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<p>Grace L. Francis, Martha Blue-Banning, Ann P. Turnbull, Cokethea Hill, Shana J. Haines, and Judith M.S. Gross</p>
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<p>Abstract: This qualitative study improves understanding of parent perspectives about the factors that facilitate&nbsp;family-professional partnerships in schools recognized for inclusive practices.&nbsp; Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with varying levels of involvement with the school: (a) school culture of inclusion, (b) positive administrative leadership, (c) attributes of positive partnerships, (d)&nbsp;opportunities for family involvement, and (e) positive outcomes for all students.&nbsp; School culture was an overriding theme, with each of the other themes closely linked to school culture.&nbsp; Implications for strengthening trusting family-professional partnerships as well as directions for future research are discussed.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2232/Culture-in-Inclusive-Schools-Parental-Perspectives-on-Trusting-Family-Professional-Partnerships.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2232/Culture-in-Inclusive-Schools-Parental-Perspectives-on-Trusting-Family-Professional-Partnerships.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2232/Culture-in-Inclusive-Schools-Parental-Perspectives-on-Trusting-Family-Professional-Partnerships.aspxFri, 26 Aug 2016 20:50:00 GMT0School-Based Interventions Targeting Challenging Behaviors Exhibited by Young Children with Autism Spectrum Disorder: A Systematic Literature Review <p style="margin-right: 0.05in; vertical-align: baseline;">School-Based Interventions Targeting Challenging Behaviors Exhibited by Young Children with Autism Spectrum Disorder: A Systematic Literature Review </p>
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<p style="margin-right: 0.05in; vertical-align: baseline;">Jose R. Martinez, Brittany L. Werch, and Maureen A. Conroy</p>
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<p>Abstract: The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to decrease challenging behaviors in young children with Autism Spectrum Disorder (ASD). Reviewed studies employed a single-case experimental design, targeted challenging behaviors, included children 3&ndash;8 years old with ASD, and took place in school settings. Interventions were categorized as antecedent-based, function-based, reinforcement, instructional, or multicomponent. In addition to analyzing articles descriptively, effect size estimates were calculated using the Non-overlap of All Pairs and Tau-U methods. A total of 26 studies including 44 children were reviewed. Individual effect size estimates ranged from weak to strong, but on average, the reviewed interventions were effective in decreasing the target behaviors exhibited by the participants. Findings suggest that interventions implemented in school settings can effectively decrease challenging behaviors exhibited by young children with ASD. Directions for future research and practice are also discussed.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2229/School-Based-Interventions-Targeting-Challenging-Behaviors-Exhibited-by-Young-Children-with-Autism-Spectrum-Disorder-A-Systematic-Literature-Review.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2229/School-Based-Interventions-Targeting-Challenging-Behaviors-Exhibited-by-Young-Children-with-Autism-Spectrum-Disorder-A-Systematic-Literature-Review.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2229/School-Based-Interventions-Targeting-Challenging-Behaviors-Exhibited-by-Young-Children-with-Autism-Spectrum-Disorder-A-Systematic-Literature-Review.aspxFri, 26 Aug 2016 20:46:00 GMT0Effects of iPod Touch™ Technology as Communication Devices on Peer Social Interactions across Environments<p>Effects of iPod Touch&trade; Technology as Communication Devices on Peer Social Interactions across Environments</p>
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<p>G. Richmond Mancil, Elizabeth R. Lorah and Peggy Schaefer Whitby </p>
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<p>Abstract: The purpose of the study was to evaluate the use of the iPod Touch&trade; as a Speech Generated Device (SGD) for Functional Communication Training (FCT). The evaluation of the effects on problem behavior, the effects on generalization and maintenance of the acquired communication repertoire, and the social initiations of peers between the new SGD (iPod Touch&Ocirc;) and traditional devices were conducted. The study demonstrated that the iPod Touch&trade; produces higher levels of peer interactions when compared to the Dynavox. These effects maintained and generalized for all three participants. Additionally, the use of the iPod Touch&trade; as a SGD is effective for the use of FCT. Finally, the study offered support for the social validity of the use of the iPod Touch&trade; and application GoTalk as a SGD, as all teachers and student participants demonstrated preference for the device when compared to the Dynavox as a SGD. &nbsp;&nbsp;&nbsp;</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2226/Effects-of-iPod-Touch™-Technology-as-Communication-Devices-on-Peer-Social-Interactions-across-Environments.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2226/Effects-of-iPod-Touch™-Technology-as-Communication-Devices-on-Peer-Social-Interactions-across-Environments.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2226/Effects-of-iPod-Touch™-Technology-as-Communication-Devices-on-Peer-Social-Interactions-across-Environments.aspxFri, 26 Aug 2016 20:41:00 GMT0Teaching Writing in Response to Text to Students with Developmental Disabilities Who Participate in Alternate Assessments<p>Teaching Writing in Response to Text to Students with Developmental Disabilities Who Participate in Alternate Assessments</p>
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<p>Angel Lee, Diane M. Browder, Katherine Hawley , Claudia Flowers and Shawnee Wakeman</p>
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<p>Abstract: This study investigated the effects of task analytic instruction, systematic prompting and graphic organizers on two students&rsquo; ability to compose informational text. Participants were provided with information articles from which they identified the key ideas and supporting details. Participants transferred this information to a graphic organizer which was then used to complete a writing template. Depending on the nature of the skill, both a traditional and modified system of least prompts was used during the intervention. Both students increased their ability to accurately compose a permanent product in response to text. Implications for future research and practical implications are discussed.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2223/Teaching-Writing-in-Response-to-Text-to-Students-with-Developmental-Disabilities-Who-Participate-in-Alternate-Assessments.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2223/Teaching-Writing-in-Response-to-Text-to-Students-with-Developmental-Disabilities-Who-Participate-in-Alternate-Assessments.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2223/Teaching-Writing-in-Response-to-Text-to-Students-with-Developmental-Disabilities-Who-Participate-in-Alternate-Assessments.aspxFri, 26 Aug 2016 20:35:00 GMT0An Exploration of Friendships and Socialization for Adolescents with Autism Engaged in Massively Multiplayer Online Role-Playing Games (MMORPG)<p style="line-height: normal;" class="Normal1">An Exploration of Friendships and Socialization for Adolescents with Autism Engaged in Massively Multiplayer Online Role-Playing Games (MMORPG)</p>
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<p style="line-height: normal;" class="Normal1">Jennifer Gallup, Christine Duff , Barbara Serianni, and Adam Gallup </p>
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<p style="margin-bottom: 0.0001pt;" class="Normal1">Abstract: A phenomenological study was conducted to investigate the social experiences and perceptions of friendship among three adolescents with an Autism Spectrum Disorder (ASD) engaged in online videogame play in the context of a massively multiplayer online role-playing game (MMORPG).<strong> </strong>Semi-structured interviews with three participants, diagnosed with ASD between the ages of 16 &ndash; 21 years, yielded four themes that illustrated the social experiences of participants in this study.&nbsp; Emerging themes and participant comments identified in this study parallel those identified in the most recent research literature that has also sought to identify experiences and attributes that may lead to successful interpersonal relationships for individuals identified with ASD.&nbsp; Participants in this study articulated the desire to socialize, interact, and frequently communicate in a virtual environment; challenges with being misunderstood; issues with identification and perceptions of friends; and awareness of rules specific to face-to-face and virtual environments.&nbsp; </p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2220/An-Exploration-of-Friendships-and-Socialization-for-Adolescents-with-Autism-Engaged-in-Massively-Multiplayer-Online-Role-Playing-Games-MMORPG.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2220/An-Exploration-of-Friendships-and-Socialization-for-Adolescents-with-Autism-Engaged-in-Massively-Multiplayer-Online-Role-Playing-Games-MMORPG.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2220/An-Exploration-of-Friendships-and-Socialization-for-Adolescents-with-Autism-Engaged-in-Massively-Multiplayer-Online-Role-Playing-Games-MMORPG.aspxFri, 26 Aug 2016 20:20:00 GMT0